what does position mean in an essay

Critical writing: Deciding your position

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“Ideal critical thinkers ... take a position and change a position when the evidence and reasons are sufficient” Robert Ennis in  The Palgrave Handbook of Critical Thinking in Higher Education , edited by Martin Davies and Ronald Barnett

Most essays that you write at university will require you to produce a reasoned argument to support a particular viewpoint. This viewpoint is your position —the overall stance you are taking about the issue at hand.

What is a position?

A position is the overall stance that the writer of an essay takes in answering the question or on the issue/topic at hand (if there is not a specific 'question'). It is the central idea of your essay. If you could sum up your essay on a post-it note, what would it say? That would be your position.

Argumentative essays (the majority of university essays) require you to convince the reader of that position through a series of sound arguments (those that are backed up by credible evidence) which lead them to your conclusion. The purpose is to persuade the reader that your conclusion is a logical and sound one, based on the evidence you have presented.

Examples of positions

Some essay questions or assignment criteria make it easier to take a position than others. Instruction words and phrases like 'evaluate', 'assess' or 'to what extent' clearly require you to come to some sort of judgement which represents your position. With instructions such as 'analyse', 'examine', 'explore' or 'consider' this may not seem as obvious. However, there is still a need to come to a final conclusion that states a position. Look at the table below for some ideas:

Do some initial reading

You may well have an idea about what your position will be before you start an essay: you may have had a lecture on the topic and formed some opinions; the question or topic may resonate with personal experiences or you may consider something to be common sense. On the other hand, you may start with no idea of what your final position will be.

Either way, some initial reading is essential before you decide:

• Try to approach the reading with an open mind, even if you think you already have an idea.
• Be wary of confirmation bias—where you only see what you want to see in the literature.
• Be prepared to change or at least modify any original viewpoint. 
• Decide which position to plan your essay around—but be prepared to revise it further if your ideas develop as you write.

Books on your reading list are a good place to start—there may be whole books or at least chapters dedicated to the topic that will give an overview and help you understand the extent to which there is agreement or disagreement on the topic. This may lead you to dig a little deeper by reading at least the abstracts of some journal articles.

Your task is to get a feel for the range of viewpoints and decide which you feel you could argue most effectively . Sometimes it can be useful to purposefully argue a point of view that you disagree with (though this is harder).

What if there isn't an obvious position to take?

Some topics are more contentious than others and will have a wider spectrum of possible viewpoints. However, even with topics where the authors all appear to agree, there will be nuances of difference. For example, none of the nursing literature will disagree that it is important for nurses to show compassion—but there will be different reasons why they think it is important or how it can be demonstrated. You can focus on these differences to decide your own nuanced position.

Let the evidence guide you

Which position is the right one?

There are  no right or wrong positions . There are only unjustified positions—ones that are not backed up by relevant and appropriate evidence.

You do not need to hold the same position as your tutor or the other students on your module. If anything, an unusual, yet justified position can make your essay stand out and get you a high mark.

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10.5 Writing Process: Creating a Position Argument

Learning outcomes.

By the end of this section, you will be able to:

• Demonstrate brainstorming processes and tools as means to discover topics, ideas, positions, and details.
• Apply recursive strategies for organizing drafting, collaborating, peer reviewing, revising, rewriting, and editing.
• Compose a position argument that integrates the writer’s ideas with those from appropriate sources.
• Give and act on productive feedback to works in progress.
• Apply or challenge common conventions of language or grammar in composing and revising.

Now is the time to try your hand at writing a position argument. Your instructor may provide some possible topics or a singular topic. If your instructor allows you to choose your own topic, consider a general subject you feel strongly about and whether you can provide enough support to develop that subject into an essay. For instance, suppose you think about a general subject such as “adulting.” In looking back at what you have learned while becoming an adult, you think of what you wish you had known during your early teenage years. These thoughts might lead you to brainstorm about details of the effects of money in your life or your friends’ lives. In reviewing your brainstorming, you might zero in on one topic you feel strongly about and think it provides enough depth to develop into a position argument. Suppose your brainstorming leads you to think about negative financial concerns you or some of your friends have encountered. Thinking about what could have helped address those concerns, you decide that a mandated high school course in financial literacy would have been useful. This idea might lead you to formulate your working thesis statement —first draft of your thesis statement—like this: To help students learn how to make sensible financial decisions, a mandatory class in financial literacy should be offered in high schools throughout the country.

Once you decide on a topic and begin moving through the writing process, you may need to fine-tune or even change the topic and rework your initial idea. This fine-tuning may come as you brainstorm, later when you begin drafting, or after you have completed a draft and submitted it to your peers for constructive criticism. These possibilities occur because the writing process is recursive —that is, it moves back and forth almost simultaneously and maybe even haphazardly at times, from planning to revising to editing to drafting, back to planning, and so on.

Summary of Assignment

Write a position argument on a controversial issue that you choose or that your instructor assigns to you. If you are free to choose your own topic, consider one of the following:

• The legal system would be strengthened if ______________________.
• The growing use of technology in college classrooms is weakening _____________.
• For safety reasons, public signage should be _________________.
• For entrance into college, standardized testing _________________________.
• In relation to the cost of living, the current minimum wage _______________________.
• During a pandemic, America __________________________.
• As a requirement to graduate, college students __________________________.
• To guarantee truthfulness of their content, social media platforms have the right to _________________.
• To ensure inclusive and diverse representation of people of all races, learning via virtual classrooms _________________.
• Segments of American cultures have differing rules of acceptable grammar, so in a college classroom ___________________.

In addition, if you have the opportunity to choose your own topic and wish to search further, take the lead from trailblazer Charles Blow and look to media for newsworthy “trends.” Find a controversial issue that affects you or people you know, and take a position on it. As you craft your argument, identify a position opposing yours, and then refute it with reasoning and evidence. Be sure to gather information on the issue so that you can support your position sensibly with well-developed ideas and evidence.

Another Lens. To gain a different perspective on your issue, consider again the people affected by it. Your position probably affects different people in different ways. For example, if you are writing that the minimum wage should be raised, then you might easily view the issue through the lens of minimum-wage workers, especially those who struggle to make ends meet. However, if you look at the issue through the lens of those who employ minimum-wage workers, your viewpoint might change. Depending on your topic and thesis, you may need to use print or online sources to gain insight into different perspectives.

For additional information about minimum-wage workers, you could consult

• printed material available in your college library;
• databases in your college library; and
• pros and cons of raising the minimum wage;
• what happens after the minimum wage is raised;
• how to live on a minimum-wage salary;
• how a raise in minimum wage is funded; and
• minimum wage in various U.S. states.

To gain more insight about your topic, adopt a stance that opposes your original position and brainstorm ideas from that viewpoint. Begin by gathering evidence that would help you refute your previous stance and appeal to your audience.

Quick Launch: Working Thesis Frames and Organization of Ideas

After you have decided on your topic, the next step is to arrive at your working thesis. You probably have a good idea of the direction your working thesis will take. That is, you know where you stand on the issue or problem, but you are not quite sure of how to word your stance to share it with readers. At this point, then, use brainstorming to think critically about your position and to discover the best way to phrase your statement.

For example, after reading an article discussing different state-funded community college programs, one student thought that a similar program was needed in Alabama, her state. However, she was not sure how the program worked. To begin, she composed and answered “ reporters’ questions ” such as these:

• What does a state-funded community college program do? pays for part or all of the tuition of a two-year college student
• Who qualifies for the program? high school graduates and GED holders
• Who benefits from this? students needing financial assistance, employers, and Alabama residents
• Why is this needed? some can’t afford to go to college; tuition goes up every year; colleges would be more diverse if everyone who wanted to go could afford to go
• Where would the program be available? at all public community colleges
• When could someone apply for the program? any time
• How can the state fund this ? use lottery income, like other states

The student then reviewed her responses, altered her original idea to include funding through a lottery, and composed this working thesis:

student sample text To provide equal educational opportunities for all residents, the state of Alabama should create a lottery to completely fund tuition at community colleges. end student sample text

Remember that a strong thesis for a position should

• state your stance on a debatable issue;
• reflect your purpose of persuasion; and
• be based on your opinion or observation.

When you first consider your topic for an argumentative work, think about the reasoning for your position and the evidence you will need—that is, think about the “because” part of your argument. For instance, if you want to argue that your college should provide free Wi-Fi for every student, extend your stance to include “because” and then develop your reasoning and evidence. In that case, your argument might read like this: Ervin Community College should provide free Wi-Fi for all students because students may not have Internet access at home.

Note that the “because” part of your argument may come at the beginning or the end and may be implied in your wording.

As you develop your thesis, you may need help funneling all of your ideas. Return to the possibilities you have in mind, and select the ideas that you think are strongest, that recur most often, or that you have the most to say about. Then use those ideas to fill in one of the following sentence frames to develop your working thesis. Feel free to alter the frame as necessary to fit your position. While there is no limit to the frames that are possible, these may help get you started.

________________ is caused/is not caused by ________________, and _____________ should be done.

Example: A declining enrollment rate in college is caused by high tuition rates, and an immediate freeze on the cost of tuition should be applied.

______________ should/should not be allowed (to) ________________ for a number of reasons.

Example: People who do not wear masks during a pandemic should not be allowed to enter public buildings for a number of reasons.

Because (of) ________________, ___________________ will happen/continue to happen.

Example: Because of a lack of emphasis on STEAM (Science, Technology, Engineering, the Arts, and Mathematics) education in public schools, America will continue to lag behind many other countries.

_____________ is similar to/nothing like ________________ because ______________.

Example: College classes are nothing like high school classes because in college, more responsibility is on the student, the classes are less frequent but more intense, and the work outside class takes more time to complete.

______________ can be/cannot be thought of as __________________ because ______________.

Example: The Black Lives Matter movement can be thought of as an extension of the Civil Rights movement from the 1950s and 1960s because it shares the same mission of fighting racism and ending violence against Black people.

Next, consider the details you will need to support your thesis. The Aristotelian argument structure, named for the Greek philosopher Aristotle , is one that may help you frame the draft of your position argument. For this method, use something like the following chart. In Writing Process: Creating a Position Argument, you will find a similar organizer that you can copy and use for your assignment.

Drafting: Rhetorical Appeals and Types of Supporting Evidence

To persuade your audience to support your position or argument, consider various rhetorical appeals— ethos, logos, pathos, and kairos—and the types of evidence to support your sound reasoning. See Reasoning Strategies: Improving Critical Thinking for more information on reasoning strategies and types of evidence.

Rhetorical Appeals

To establish your credibility, to show readers you are trustworthy, to win over their hearts, and to set your issue in an appropriate time frame to influence readers, consider how you present and discuss your evidence throughout the paper.

• Appeal to ethos . To establish credibility in her paper arguing for expanded mental health services, a student writer used these reliable sources: a student survey on mental health issues, data from the International Association of Counseling Services (a professional organization), and information from an interview with a campus mental health counselor.
• Appeal to logos . To support her sound reasoning, the student writer approached the issue rationally, using data and credible evidence to explain the current situation and its effects.
• Appeal to pathos . To show compassion and arouse audience empathy, the student writer shared the experience of a student on her campus who struggled with anxiety and depression.
• Appeal to kairos . To appeal to kairos, the student emphasized the immediate need for these services, as more students are now aware of their particular mental health issues and trying to deal with them.

The way in which you present and discuss your evidence will reflect the appeals you use. Consider using sentence frames to reflect specific appeals. Remember, too, that sentence frames can be composed in countless ways. Here are a few frames to get you thinking critically about how to phrase your ideas while considering different types of appeals.

Appeal to ethos: According to __________________, an expert in ______________, __________________ should/should not happen because ________________________.

Appeal to ethos: Although ___________________is not an ideal situation for _________________, it does have its benefits.

Appeal to logos: If ____________________ is/is not done, then understandably, _________________ will happen.

Appeal to logos: This information suggests that ____________________ needs to be investigated further because ____________________________.

Appeal to pathos: The story of _____________________ is uplifting/heartbreaking/hopeful/tragic and illustrates the need for ____________________.

Appeal to pathos: ___________________ is/are suffering from ________________, and that is something no one wants.

Appeal to kairos: _________________ must be addressed now because ________________ .

Appeal to kairos: These are times when ______________ ; therefore, _____________ is appropriate/necessary.

Types of Supporting Evidence

Depending on the point you are making to support your position or argument, certain types of evidence may be more effective than others. Also, your instructor may require you to include a certain type of evidence. Choose the evidence that will be most effective to support the reasoning behind each point you make to support your thesis statement. Common types of evidence are these:

Renada G., a junior at Powell College South, worked as a waitress for 15 hours a week during her first three semesters of college. But in her sophomore year, when her parents were laid off during the pandemic, Renada had to increase her hours to 35 per week and sell her car to stay in school. Her grades started slipping, and she began experiencing symptoms of depression and anxiety. When she called the campus health center to make an appointment for counseling, Renada was told she would have to wait two weeks before she could be seen.

Here is part of how Lyndon B. Johnson defined the Great Society: “But most of all, the Great Society is not a safe harbor, a resting place, a final objective, a finished work. It is a challenge constantly renewed, beckoning us toward a destiny where the meaning of our lives matches the marvelous products of our labor.”

Bowen Lake is nestled in verdant foothills, lush with tall grasses speckled with wildflowers. Around the lake, the sweet scent of the purple and yellow flowers fills the air, and the fragrance of the hearty pines sweeps down the hillsides in a westerly breeze. Wood frogs’ and crickets’ songs suddenly stop, as the blowing of moose calling their calves echoes across the lake’s soundless surface. Or this was the scene before the deadly destruction of fires caused by climate change.

When elaborating on America’s beauty being in danger, Johnson says, “The water we drink, the food we eat, the very air that we breathe, are threatened with pollution. Our parks are overcrowded, our seashores overburdened. Green fields and dense forests are disappearing.”

Speaking about President Lyndon B. Johnson and the Vietnam War, noted historian and Johnson biographer Doris Kearns Goodwin said, “It seemed the hole in his heart from the loss of work was too big to fill.”

Charles Blow has worked at the Shreveport Times , The Detroit News , National Geographic , and The New York Times .

When interviewed by George Rorick and asked about the identities of his readers, Charles Blow said that readers’ emails do not elaborate on descriptions of who the people are. However, “the kinds of comments that they offer are very much on the thesis of the essay.”

In his speech, Lyndon B. Johnson says, “The Great Society is a place where every child can find knowledge to enrich his mind and to enlarge his talents.”

To support the need for change in classrooms, Johnson uses these statistics: “Each year more than 100,000 high school graduates, with proved ability, do not enter college because they cannot afford it. And if we cannot educate today’s youth, what will we do in 1970 when elementary school enrollment will be five million greater than 1960?”

• Visuals : graphs, photographs, charts, or maps used in addition to written or spoken information.

Brainstorm for Supporting Points

Use one or more brainstorming techniques, such as a web diagram as shown in Figure 10.8 or the details generated from “because” statements, to develop ideas or particular points in support of your thesis. Your goal is to get as many ideas as possible. At this time, do not be concerned about how ideas flow, whether you will ultimately use an idea (you want more ideas than will end up in your finished paper), spelling, or punctuation.

When you have finished, look over your brainstorming. Then circle three to five points to incorporate into your draft. Also, plan to answer “ reporters’ questions ” to provide readers with any needed background information. For example, the student writing about the need for more mental health counselors on her campus created and answered these questions:

What is needed? More mental health counseling is needed for Powell College South.

Who would benefit from this? The students and faculty would benefit.

• Why is this needed? The college does not have enough counselors to meet all students’ needs.
• Where are more counselors needed? More counselors are needed at the south campus.
• When are the counselors needed? Counselors need to be hired now and be available both day and night to accommodate students’ schedules.
• How can the college afford this ? Instead of hiring daycare workers, the college could use students and faculty from the Early Childhood Education program to run the program and use the extra money to pay the counselors.

Using Logic

In a position argument, the appropriate use of logic is especially important for readers to trust what you write. It is also important to look for logic in material you read and possibly cite in your paper so that you can determine whether writers’ claims are reasonable. Two main categories of logical thought are inductive reasoning and deductive reasoning .

• Inductive reasoning moves from specific to broad ideas. You begin by collecting details, observations, incidents, or facts; examining them; and drawing a conclusion from them. Suppose, for example, you are writing about attendance in college classes. For three weeks, you note the attendance numbers in all your Monday, Wednesday, and Friday classes (specific details), and you note that attendance is lower on Friday than on the other days (a specific detail). From these observations, you determine that many students prefer not to attend classes on Fridays (your conclusion).
• Deductive reasoning moves from general to specific ideas. You begin with a hypothesis or premise , a general concept, and then examine possibilities that would lead to a specific and logical conclusion. For instance, suppose you think that opportunities for foreign students at your college are inadequate (general concept). You examine the specific parts of that concept (e.g., whether your college provides multicultural clubs, help with language skills, or work-study opportunities) and determine that those opportunities are not available. You then determine that opportunities for foreign students are lacking at your college.

Logical Fallacies and Propaganda

Fallacies are mistakes in logic. Readers and writers should be aware of these when they creep into writing, indicating that the points the writers make may not be valid. Two common fallacies are hasty generalizations and circular arguments. See Glance at Genre: Rhetorical Strategies for more on logical fallacies.

• A hasty generalization is a conclusion based on either inadequate or biased evidence. Consider this statement: “Two students in Math 103 were nervous before their recent test; therefore, all students in that class must have text anxiety.” This is a hasty generalization because the second part of the statement (the generalization about all students in the class) is inadequate to support what the writer noted about only two students.
• A circular argument is one that merely restates what has already been said. Consider this statement: “ The Hate U Give is a well-written book because Angie Thomas, its author, is a good novelist.” The statement that Thomas is a good novelist does not explain why her book is well written.

In addition to checking work for fallacies, consider propaganda , information worded so that it endorses a particular viewpoint, often of a political nature. Two common types of propaganda are bandwagon and fear .

• In getting on the bandwagon , the writer encourages readers to conform to a popular trend and endorse an opinion, a movement, or a person because everyone else is doing so. Consider this statement: “Everyone is behind the idea that 7 a.m. classes are too early and should be changed to at least 8 a.m. Shouldn’t you endorse this sensible idea, too?”
• In using fear, the writer presents a dire situation, usually followed by what could be done to prevent it. Consider this statement: “Our country is at a turning point. Enemies threaten us with their power, and our democracy is at risk of being crushed. The government needs a change, and Paul Windhaus is just the man to see we get that change.” This quotation appeals to fear about the future of the country and implies that electing a certain individual will solve the predicted problems.

Organize the Paper

To begin, write your thesis at the top of a blank page. Then select points from your brainstorming and reporters’ questions to organize and develop support for your thesis. Keep in mind that you can revise your thesis whenever needed.

To begin organizing her paper on increased mental health services on her college campus, the student wrote this thesis at the top of a page:

student sample text Because mental health is a major concern at Powell College South, students could benefit from expanding the services offered . end student sample text

Next she decided the sequence in which to present the points. In a position or an argument essay, she could choose one of two methods: thesis-first organization or delayed-thesis organization.

Thesis-First Organization

Leading with a thesis tells readers from the beginning where you stand on the issue. In this organization, the thesis occupies both the first and last position in the essay, making it easy for readers to remember.

Introduce the issue and assert your thesis. Make sure the issue has at least two debatable sides. Your thesis establishes the position from which you will argue. Writers often state their thesis as the last sentence in the first paragraph, as the student writer has done:

student sample text The problem of mental health has become front-page news in the last two months. Hill’s Herald , Powell College South’s newspaper, reported 14 separate incidents of students who sought counseling but could not get appointments with college staff. Since mental health problems are widespread among the student population, the college should hire more health care workers to address this problem. end student sample text

Summarize the counterclaims . Before elaborating on your claims, explain the opposition’s claims. Including this information at the beginning gives your argument something to focus on—and refute—throughout the paper. If you ignore counterclaims, your argument may appear incomplete, and readers may think you have not researched your topic sufficiently. When addressing a counterclaim, state it clearly, show empathy for those who have that view, and then immediately refute it with support developed through reasoning and evidence. Squeezing the counterclaims between the thesis and the evidence reserves the strongest places—the opening and closing—for your position.

student sample text Counterclaim 1 : Powell College South already employs two counselors, and that number is sufficient to meet the needs of the student population. end student sample text

student sample text Counterclaim 2 : Students at Powell College South live in a metropolitan area large enough to handle their mental health needs. end student sample text

Refute the counterclaims. Look for weak spots in the opposition’s argument, and point them out. Use your opponent’s language to show you have read closely but still find problems with the claim. This is the way the writer refuted the first counterclaim:

student sample text While Powell College South does employ two counselors, those counselors are overworked and often have no time slots available for students who wish to make appointments. end student sample text

State and explain your points, and then support them with evidence. Present your points clearly and precisely, using Reasoning Strategies: Improving Critical Thinking to explain and cite your evidence. The writer plans to use a problem-solution reasoning strategy to elaborate on these three points using these pieces of evidence:

student sample text Point 1: Wait times are too long. end student sample text

student sample text Kay Payne, one of the campus counselors, states that the wait time for an appointment with her is approximately 10 days. end student sample text

student sample text Point 2: Mental health issues are widespread within the student community. end student sample text

student sample text In a recent on-campus student survey, 75 percent of 250 students say they have had some kind of mental health issues at some point in their life. end student sample text

student sample text Point 3: The staff-to-student ratio is too high. end student sample text

student sample text The International Accreditation of Counseling Services states that the recommended ratio is one full-time equivalent staff member for every 1,000 to 1,500 students. end student sample text

Restate your position as a conclusion. Near the end of your paper, synthesize your accumulated evidence into a broad general position, and restate your thesis in slightly different language.

student sample text The number of students who need mental health counseling is alarming. The recent news articles that attest to their not being able to schedule appointments add to the alarm. While Powell College South offers some mental health counseling, the current number of counselors and others who provide health care is insufficient to handle the well-being of all its students. Action must be taken to address this problem. end student sample text

Delayed-Thesis Organization

In this organizational pattern, introduce the issue and discuss the arguments for and against it, but wait to take a side until late in the essay. By delaying the stance, you show readers you are weighing the evidence, and you arouse their curiosity about your position. Near the end of the paper, you explain that after carefully considering both pros and cons, you have arrived at the most reasonable position.

Introduce the issue. Here, the writer begins with action that sets the scene of the problem.

student sample text Tapping her foot nervously, Serena looked at her watch again. She had been waiting three hours to see a mental health counselor at Powell College South, and she did not think she could wait much longer. She had to get to work. end student sample text

Summarize the claims for one position. Before stating which side you support, explain how the opposition views the issue. This body paragraph presents evidence about the topic of more counselors:

student sample text Powell College South has two mental health counselors on staff. If the college hires more counselors, more office space will have to be created. Currently Pennington Hall could accommodate those counselors. Additional counselors would allow more students to receive counseling. end student sample text

Refute the claims you just stated. Still not stating your position, point out the other side of the issue.

student sample text While office space is available in Pennington Hall, that location is far from ideal. It is in a wooded area of campus, six blocks from the nearest dorm. Students who would go there might be afraid to walk through the woods or might be afraid to walk that distance. The location might deter them from making appointments. end student sample text

Now give the best reasoning and evidence to support your position. Because this is a delayed-thesis organization, readers are still unsure of your stance. This section should be the longest and most carefully documented part of the paper. After summarizing and refuting claims, the writer then elaborates on these three points using problem-solution reasoning supported by this evidence as discussed in Reasoning Strategies: Improving Critical Thinking, implying her position before moving to the conclusion, where she states her thesis.

student sample text The International Association of Counseling Services states that one full-time equivalent staff member for every 1,000 to 1,500 students is the recommended ratio. end student sample text

State your thesis in your conclusion. Your rhetorical strategy is this: after giving each side a fair hearing, you have arrived at the most reasonable conclusion.

student sample text According to the American Psychological Association, more than 40 percent of all college students suffer from some form of anxiety. Powell College South students are no different from college students elsewhere: they deserve to have adequate mental health counseling. end student sample text

Drafting begins when you organize your evidence or research notes and then put them into some kind of written form. As you write, focus on building body paragraphs through the techniques presented in Reasoning Strategies: Improving Critical Thinking that show you how to support your position and then add evidence. Using a variety of evidence types builds credibility with readers. Remember that the recursiveness of the writing process allows you to move from composing to gathering evidence and back to brainstorming ideas or to organizing your draft at any time. Move around the writing process as needed.

Keep in mind that a first draft is just a beginning—you will revise it into a better work in later drafts. Your first draft is sometimes called a discovery draft because you are discovering how to shape your paper: which ideas to include and how to support those ideas. These suggestions and graphic organizer may be helpful for your first draft:

• Write your thesis at the top of the paper.
• Compose your body paragraphs: those that support your argument through reasoning strategies and those that address counterclaims.
• Leave your introduction, conclusion, and title for later drafts.

Use a graphic organizer like Table 10.1 to focus points, reasoning, and evidence for body paragraphs. You are free to reword your thesis, reasoning, counterclaim(s), refutation of counterclaim(s), concrete evidence, and explanation/elaboration/clarification at any time. You are also free to adjust the order in which you present your reasoning, counterclaim(s), and refuting of counterclaim(s).

Develop a Writing Project through Multiple Drafts

Your first draft is a kind of experiment in which you are concerned with ideas and with getting the direction and concept of the paper clear. Do not think that your first draft must be perfect; remind yourself that you are just honing your work. In most serious writing, every phase of the process can be considered recursive, helping you shape the best paper possible.

Peer Review: Critical Thinking and Counterclaims

After you have completed the first draft, begin peer review. Peer reviewers can use these sentence starters when thinking critically about overall strengths and developmental needs.

• One point about your position that I think is strong is ______ because ________.
• One point about your position that I think needs more development is _____ because _______.
• One area that I find confusing is _____________; I was confused about _______.
• One major point that I think needs more explanation or detail is _______.
• In my opinion, the purpose of your paper is to persuade readers _______.
• In my opinion, the audience for your paper is _______.
• One area of supporting evidence that I think could use more development is _______.
• One counterclaim you include is ________________.
• Your development of the counterclaim is __________________ because ________________.

Refuting Counterclaims

Peer reviewers are especially helpful with position and argument writing when it comes to refuting counterclaims. Have your peer reviewer read your paper again and look for supporting points and ideas to argue against , trying to break down your argument. Then ask your reviewer to discuss the counterclaims and corresponding points or ideas in your paper. This review will give you the opportunity to think critically about ways to refute the counterclaims your peer reviewer suggests.

As preparation for peer review, match each of the following arguments with their counterarguments.

Revising: Reviewing a Draft and Responding to Counterclaims

Revising means reseeing, rereading, and rethinking your thoughts on paper until they fully match your intention. Mentally, it is conceptual work focused on units of meaning larger than the sentence. Physically, it is cutting, pasting, deleting, and rewriting until the ideas are satisfying. Be ready to spend a great deal of time revising your drafts, adding new information and incorporating sources smoothly into your prose.

The Revising Process

To begin revising, return to the basic questions of topic ( What am I writing about? ), purpose ( Why am I writing about this topic? ), audience ( For whom am I writing? ), and culture ( What is the background of the people for whom I am writing? ).

• What is the general scope of my topic? __________________________________
• What is my thesis? __________________________________________________
• Does my thesis focus on my topic? ______________________________________
• Does my thesis clearly state my position? ______________________
• What do I hope to accomplish in writing about this topic? ____________________
• Do all parts of the paper advance this purpose? ____________________________
• Does my paper focus on my argument or position? _________________________
• What does my audience know about this subject? _______________________
• What does my audience need to know to understand the point of my paper? _______________________________________________________________

What questions or objections do I anticipate from my audience? ___________

________________________________________________________________

• What is the culture of the people for whom I am writing? Do all readers share the same culture? ________________________________________________________

How do my beliefs, values, and customs differ from those of my audience?

____________________________________________________________________

• How do the cultures of the authors of sources I cite differ from my culture or the culture(s) of my audience? ______________________________________________

Because of the recursivity of the writing process, returning to these questions will help you fine-tune the language and structure of your writing and target the support you develop for your audience.

Responding to Counterclaims

The more complex the issue, the more opposing sides it may have. For example, a writer whose position is that Powell College South Campus should offer daycare to its students with children might find opposition for different reasons. Someone may oppose the idea out of concern for cost; someone else may support the idea if the daycare is run on a volunteer basis; someone else may support the idea if the services are offered off campus.

As you revise, continue studying your peer reviewer’s comments about counterclaims. If you agree with any counterclaim, then say so in the paragraph in which you address counterclaims. This agreement will further establish your credibility by showing your fairness and concern for the issue. Look over your paper and peer review comments, and then consider these questions:

• In what ways do you address realistic counterclaims? What other counterclaims should you address? Should you add to or replace current counterclaims?
• In what ways do you successfully refute counterclaims? What other refutations might you include?
• Are there any counterclaims with which you agree? If so, how do you concede to them in your paper? In what ways does your discussion show fairness?

After completing your peer review and personal assessment, make necessary revisions based on these notes. See Annotated Student Sample an example of a student’s argumentative research essay. Note how the student

• presents the argument;
• supports the viewpoint with reasoning and evidence;
• includes support in the form of facts, opinions, paraphrases, and summaries;
• provides citations (correctly formatted) about material from other sources in the paper;
• uses ethos, pathos, and logos throughout the paper; and
• addresses counterclaims (dissenting opinions).

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A Brief Guide to Writing a Position Paper

13 July, 2020

13 minutes read

Author:  Mathieu Johnson

Speaking your thoughts out loud happens to be easier than doing the same in writing. Why is that so? Every time you prepare a speech, you need to write it down first. And your writing needs to be precise because readers are about to know what you’ve put down on a paper. When it comes to a position paper, your mission is to express your opinion on a controversial topic. You will have to take a side on a specific topic and make up a case based on your opinion. To succeed in this writing task, you may need some guidelines.

What Is Position Paper?

A position paper is a kind of essay in which you express your opinion or position regarding a particular subject matter. It can be used for different purposes, from a discussion of international challenges to an analysis of business strategies. As a result, a position paper format is widely used in business and politics. Also, it can take a form of a report revealing your plans for the subject matter at hand. A position paper should contain a smooth flow of thoughts and ideas that provide a rock-solid evidence for your line of reasoning.

What Are The 3 Parts of a Position Paper?

A position paper consists of three main parts: introduction, body, and conclusion. Here is an explanation of what you can write in each part:

Introduction

The introductory part aims to attract the reader’s attention to the covered subject matter. Ideally, you should begin with several opening sentences about the specific issue to hook the reader.

The body part involves background information, evidence to back up your opinion, and analysis of both sides of the subject matter. By conducting thorough research, you will collect enough data to support your claims. The main point is to address both aspects of the argument. That way, you will show the reader that you are objective in your statements.

In the conclusion part, you need to restate the key points of your essay without adding anything new. Depending on your topic, it  makes sense to suggest a solution to the problem.

How to Write a Position Paper?

To start writing a position paper , you should have a clearly stated topic that is debatable with logical details. While writing a paper, you should examine your vision of the problem through the prism of available arguments. Consider practicability, cost-effectiveness, and local environment when evaluating possible solutions and necessary actions. In other words, you should express, explain, and back up your opinion. And don’t forget to be specific in stating and supporting your arguments.

Select a Position Paper Topic

If you want to create a good position paper, you should focus on a subject matter that has enough findings to support it as well as some controversy to produce an argument. If you are dealing with a position paper assignment, you will want to skip your personal values and focus on something that can get you the highest grade. Here are some of the position paper topics to consider: 

• Should reality TV shows be regulated?
• What are the positive and negative sides of video gaming?
• Are there any parallels between video gaming and addiction?
• Can beauty contests have a positive impact on women?
• Should children have a schedule for school and after-school activities or be given more free time for playing?
• What affects the rapid increase in child obesity?
• How to reduce the number of abortions without legislation?
• How can pro-life and pro-choice groups cooperate?
• Should the production of Barbie dolls be banned?
• What is the meaning of true beauty?
• Should young children be forced to compete at athletics?
• What are the reasons for blood cancer?
• How does COVID-19 pandemic affect the business sector?
• Is COVID-19 a real problem or a huge fake?
• How does COVID-19 affect our lives?
• Should media coverage be taken under control?
• Is private school tuition really worth it?
• How can the country’s school system be amended?
• What role should technology play in the business sector?
• Should college athletes receive a salary?
• Should college athletes be allowed to skip classes?
• Technologies are changing the way people think.
• How are online technologies affecting the way we live?
• What laws should regulate the use of cell phones in cars?
• Should parents limit teenagers’ use of social media?
• Should scientists be allowed to experiment on human embryos?
• What causes people to immigrate illegally?
• Is there any way to reduce the immigration rate?
• Can illegal immigration be justified?
• How do people justify war?
• How significant is race to American identity?
• What is the world culture?
• What is the value of knowing your cultural background?
• Should schools teach multiculturalism?
• Is global warming a problem?
• Is racism the problem of the modern community?
• How can clean water be provided to everyone?
• Is the problem of air pollution exaggerated?
• What needs to be done to reduce the level of air pollution?
• Who should take responsibility for air pollution?
• Will the worldwide population increase?
• What needs to be done to stop poaching of endangered species?
• Is hunting good for the environment?
• Are citizens responsible for their local environment?
• What can manufacturers do to reduce the air and water pollution across the world?
• What is the real importance of clean water?
• Is there any connection between health and pollution?
• What can people do to stop global pollution?
• How can people be encouraged to recycle more?
• How does global warming increase?

Preliminary Research

How do you write a position paper? Where to start from? Preliminary research requires you to find sufficient evidence for the covered subject matter. At the same time, you don’t need to rely on a subject matter that falls apart under a challenge of hefty research. You will also need to specify the sources you are planning to use. Follow them in bibliography and make some notes about every particular book, journal, or document you take information from. Thus, you will save a lot of time in the writing process.

By searching a couple of education and social sites, you will be able to find professional research data. Our professional essay writer recommends to narrow your focus, you will develop a list of questions that you have to answer in your paper. If you find no valuable information after spending several hours on research, you should understand that your position cannot be supported by sufficient findings on trustworthy sites.

Challenge Your Topic and Collect Supporting Evidence

You will need to dispute the truth or validity of your topic by finding supporting evidence. If you have some doubts, you may need some time to identify all the possible challenges that you have to deal with. Your position paper will address the opposing view and address it with counterevidence. It will make sense to have some discussions with friends, colleagues, or family about the topic. That way, you will be able to learn some additional thoughts and ideas that can be used for further research. As soon as you find some counterarguments, you will need to analyze them. Once it is done, you will see whether they are sound or not.

Another useful approach to challenging the topic requires you to mention your arguments on one side and opposing arguments on the other one. In which part of the paper do you have more points collected? Which points are stronger? If counterarguments seem to outnumber your arguments, you will have to reconsider your subject matter or your opinion on it .

Position Paper Outline

Before taking action, you’ll need to develop a position paper outline to organize your thoughts and ideas. With an outline, you will find it easier to write a position paper. So how will you do that? It depends on your personal preferences. Some writers find it easier to apply pictures and diagrams, others just follow a template offered by the teacher. If you feel like writing an outline yourself from scratch, don’t hesitate to do so. You can create it on your computer or write it down in your notebook. After all, there is no right or wrong approach to developing an outline. The main point is that an outline contains all the key points that you have to add to your position paper. You may want to look at a position paper sample before starting the writing process. Here is the format to be followed:

Decide on your topic with some background details. Develop a thesis sentence that addresses your position. Some examples are as follows:

• Smoking is a bad habit causing breathing problems.
• Fast food packages should be marked with health warnings .
• Air pollution requires certain actions from the national governments.

Decide on potential contradictions to your position. Here are some examples: :

• A medical examination needs to be conducted on an annual basis to monitor the possible negative health conditions .
• Health warnings  can affect the companies’ revenues.
• The national program can be quite costly.

Cover the opposing points. Make sure that you aren’t contradicting your own thoughts and ideas. Sample points are as follows:

• It can be hard to determine the monitoring process.
• Citizens don’t want their government to abuse its power.
• Program funding will fall on the shoulders of average taxpayers.

Explain your position through the prism of counterarguments. This is how you can contradict some of the counterarguments and back up your own one. Sample points are as follows:

• The government has already tried to reduce smoking statistics in the country.
• Restaurants will enhance the quality of food in case of using health warnings .
• The government’s primary role is to protect citizens.

Sum up your arguments and express your opinion in different words. You should finish your paper by focusing on your arguments and responding to the counterarguments. You need your reader to understand and accept your opinion on the covered subject matter.

When you create a position paper, you should act with confidence. In the end, your mission is to reveal your position from the best side.

Tips on Writing a Position Paper from Our Experts

Even if you have a position paper example, you still may need some practical recommendations to make things easier for you. Here are some tips you need to follow during the writing process:

• Decide on a topic. While choosing the topic for discussion, you should find the one you have a clear idea of. You can broaden your outlook by reading some literature on the desired subject matter. Ideally, you should embark on different  viewpoints to consider them for further analysis.
• Express your position idea. Focus on one specific aspect of the topic in order to express it in a one-sentence opinion. Make sure you have found a really arguable idea. If the topic cannot be debated, then it can hardly be used for writing a good position paper.
• Be precise in your statement. Try to express your opinion briefly and clearly.  A position paper is not meant to be vague.
• Lead the narrative in the present tense. You are discussing the topic here and now, so the use of the past tense is quite inappropriate.
• Minimize the use of superlatives . Avoid using superlatives such as biggest, major, extremely, and so on because they make the context sound exaggerated.
• Use frequently used terms. To make the content look appealing and well-written , you should use the most common thematic terms such as world community, member states, recommendations, development, realization, regulations, international, and so on.
• Use commonly used verbs . You should include some commonly used verbs such as comprehend, enable, recognize, acknowledge, believe, suggest, consider, addresse, highlight, and so on.
• Proceed with final proofreading . You cannot consider your position paper as completed unless a successful spelling and grammar check is done. To achieve the maximum result, you should read your paper aloud a couple of times. That way, you will find it easier to indicate and fix mistakes.

While there is no universal formula for writing a perfect position paper, you can still follow some simple tips that’ll  make you closer to the desired result. Just think analytically and act logically throughout the writing process.

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Position Paper – Example, Format and Writing Guide

Table of Contents

Position Paper

Definition:

Position paper is a written document that presents an argument or stance on a particular issue or topic. It outlines the author’s position on the issue and provides support for that position with evidence and reasoning. Position papers are commonly used in academic settings, such as in Model United Nations conferences or debates, but they can also be used in professional or political contexts.

Position papers typically begin with an introduction that presents the issue and the author’s position on it. The body of the paper then provides evidence and reasoning to support that position, often citing relevant sources and research. The conclusion of the paper summarizes the author’s argument and emphasizes its importance.

Types of Position Paper

There are several types of position papers, including:

• Advocacy Position Paper : This type of position paper presents an argument in support of a particular issue, policy, or proposal. It seeks to persuade the reader to take a particular action or adopt a particular perspective.
• Counter-Argument Position Paper: This type of position paper presents an argument against a particular issue, policy, or proposal. It seeks to convince the reader to reject a particular perspective or course of action.
• Problem-Solution Position Paper : This type of position paper identifies a problem and presents a solution to it. It seeks to convince the reader that the proposed solution is the best course of action to address the identified problem.
• Comparative Position Paper : This type of position paper compares and contrasts two or more options, policies, or proposals. It seeks to convince the reader that one option is better than the others.
• Historical Position Paper : This type of position paper examines a historical event, policy, or perspective and presents an argument based on the analysis of the historical context.
• Interpretive Position Paper : This type of position paper provides an interpretation or analysis of a particular issue, policy, or proposal. It seeks to persuade the reader to adopt a particular perspective or understanding of the topic.
• Policy Position Paper: This type of position paper outlines a specific policy proposal and presents an argument in support of it. It may also address potential objections to the proposal and offer solutions to address those objections.
• Value Position Paper: This type of position paper argues for or against a particular value or set of values. It seeks to convince the reader that a particular value or set of values is more important or better than others.
• Predictive Position Paper : This type of position paper makes predictions about future events or trends and presents an argument for why those predictions are likely to come true. It may also offer suggestions for how to prepare for or respond to those events or trends.
• Personal Position Paper : This type of position paper presents an individual’s personal perspective or opinion on a particular issue. It may draw on personal experiences or beliefs to support the argument.

Position Paper Format

Here is a format you can follow when writing a position paper:

• Introduction: The introduction should provide a brief overview of the topic or issue being discussed. It should also provide some background information on the issue and state the purpose of the position paper.
• Definition of the problem : This section should describe the problem or issue that the position paper addresses. It should explain the causes and effects of the problem and provide evidence to support the claims made.
• Historical perspective : This section should provide a historical perspective on the issue or problem, outlining how it has evolved over time and what previous attempts have been made to address it.
• The organization’s stance : This section should present the organization’s stance on the issue or problem. It should provide evidence to support the organization’s position and explain the rationale behind it. This section should also address any counterarguments or alternative perspectives.
• Proposed solutions: This section should provide proposed solutions or recommendations to address the problem or issue. It should explain how the proposed solutions align with the organization’s stance and provide evidence to support their effectiveness.
• Conclusion: The conclusion should summarize the organization’s position on the issue or problem and restate the proposed solutions or recommendations. It should also encourage further discussion and action on the issue.
• References: Include a list of references used to support the claims made in the position paper.

How to Write Position Paper

Here are the steps to write a position paper:

• Choose your topic: Select a topic that you are passionate about or have knowledge of. It could be related to social, economic, environmental, political, or any other issues.
• Research: Conduct thorough research on the topic to gather relevant information and supporting evidence. This could include reading scholarly articles, reports, books, and news articles.
• Define your position: Once you have gathered sufficient information, identify the main arguments and formulate your position. Consider both the pros and cons of the issue.
• Write an introduction : Start your position paper with a brief introduction that provides some background information on the topic and highlights the key points that you will discuss in the paper.
• Present your arguments: In the body of your paper, present your arguments in a logical and coherent manner. Each argument should be supported by evidence from your research.
• Address opposing views : Acknowledge and address the opposing views on the issue. Provide counterarguments that refute these views and explain why your position is more valid.
• Conclusion : In the conclusion, summarize your main points and reiterate your position on the topic. You can also suggest some solutions or actions that can be taken to address the issue.
• Edit and proofread : Finally, edit and proofread your position paper to ensure that it is well-written, clear, and free of errors.

Position Paper Example

Position Paper Example structure is as follows:

• Introduction:
• A brief overview of the issue
• A clear statement of the position the paper is taking
• Background:
• A detailed explanation of the issue
• A discussion of the history of the issue
• An analysis of any previous actions taken on the issue
• A detailed explanation of the position taken by the paper
• A discussion of the reasons for the position taken
• Evidence supporting the position, such as statistics, research, and expert opinions
• Counterarguments:
• A discussion of opposing views and arguments
• A rebuttal of those opposing views and arguments
• A discussion of why the position taken is more valid than the opposing views
• Conclusion:
• A summary of the main points of the paper
• A call to action or recommendation for action
• A final statement reinforcing the position taken by the paper
• References:
• A list of sources used in the paper, cited in an appropriate citation style

Purpose of Position Paper

Here are some of the most common purposes of position papers:

• Advocacy: Position papers are often used to promote a particular point of view or to advocate for a specific policy or action.
• Debate : In a debate, participants are often required to write position papers outlining their argument. These papers help the debaters clarify their position and provide evidence to support their claims.
• Negotiation : Position papers can be used as part of negotiations to establish each party’s position on a particular issue.
• Education : Position papers can be used to educate the public, policymakers, and other stakeholders about complex issues by presenting a clear and concise argument supported by evidence.
• Decision-making : Position papers can be used by decision-makers to make informed decisions about policies, programs, or initiatives based on a well-reasoned argument.
• Research : Position papers can be used as a starting point for further research on a particular topic or issue.

When to Write Position Paper

Here are some common situations when you might need to write a position paper:

• Advocacy or lobbying : If you are part of an organization that is advocating for a specific policy change or trying to influence decision-makers, a position paper can help you articulate your organization’s position and provide evidence to support your arguments.
• Conferences or debates: In academic or professional settings, you may be asked to write a position paper to present your perspective on a particular topic or issue. This can be a useful exercise to help you clarify your thoughts and prepare for a debate or discussion.
• Public relations: A position paper can also be used as a tool for public relations, to showcase your organization’s expertise and thought leadership on a particular issue.
• Internal communications: Within an organization, a position paper can be used to communicate a particular stance or policy to employees or stakeholders.

Advantages of Position Paper

There are several advantages to writing a position paper, including:

• Organizing thoughts : Writing a position paper requires careful consideration of the issue at hand, and the process of organizing thoughts and arguments can help you clarify your own position.
• Demonstrating expertise: Position papers are often used in academic and professional settings to demonstrate expertise on a particular topic. Writing a well-researched and well-written position paper can help establish your credibility and expertise in a given field.
• Advocacy: Position papers are often used as a tool for advocacy, whether it’s advocating for a particular policy or for a specific point of view. Position papers can help persuade others to adopt your position on an issue.
• Facilitating discussion : Position papers can be used to facilitate discussion and debate on a particular issue. By presenting different perspectives on an issue, position papers can help foster dialogue and lead to a better understanding of the topic at hand.
• Providing a framework for action: Position papers can also be used to provide a framework for action. By outlining specific steps that should be taken to address an issue, a position paper can help guide decision-making and policy development.

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What’s your favorite dinner? Got it. You’ve just taken a position. Sure it’s not much of one, but at least you’ve made a decision, and that’s where taking a position starts. In terms of writing an essay or position paper, a good position is one that gives you ample material to argue it. Your strong position is found in your   thesis statement , which you will develop as you think about and choose your position. 

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Lerne mit deinen Freunden und bleibe auf dem richtigen Kurs mit deinen persönlichen Lernstatistiken

Nie wieder prokastinieren mit unseren Lernerinnerungen.

What’s your favorite dinner? Got it. You’ve just taken a position. Sure it’s not much of one, but at least you’ve made a decision, and that’s where taking a position starts. In terms of writing an essay or position paper, a good position is one that gives you ample material to argue it. Your strong position is found in your thesis statement , which you will develop as you think about and choose your position.

Taking a Position in an Essay

A position is your stance on an open question or prompt . To understand an open question, let's first take a look at a closed question, which has no room for discussion about a topic.

Why do things fall down, not up?

To answer this closed question, you would recite facts about gravity.

On the other hand, an open question does have room for discussion about a topic.

Should fast food chains be allowed to advertise to children?

To answer this open question, you would use facts in order to support your position .

Now take a position for yourself. Should fast food chains be allowed to advertise to children?

Some people might find this easy to answer. Others might find it hard to answer. So, what if you are in the latter group and don't have a hot take on fast food's business ethics? What if you don't have a strong opinion on whatever topic you are told to write about?

That’s fine—hey, it happens—but, taking a position begins with making a decision. When writing a position paper on a topic you are lukewarm toward, use these tips to help you:

Think about how the prompt relates to you. When you were a kid, did you like being advertised to? Did it annoy you, or do you feel nostalgic about it? Did it hurt you or disillusion you? Did it broaden your mind or prepare you for the real world? Did you ever notice how advertising affected your friends or siblings?

Think about how the prompt relates to others, and empathize. If you were a parent, would you care? Do you sympathize with this parent? If you were an advocate of free speech, would you care? Do you sympathize with this advocate?

If all else fails, take the position you feel strongest about. You might find your stance strengthened with time!

So, you've taken a position on the topic. Now the question is, can you make arguments to support your point? Are there counterarguments? It's time to turn your position into a thesis statement .

Make your Essay Position Stronger

It’s one thing to take a position. It’s another thing to take a position that makes for a great paper. A strong position statement is put in your thesis statement.

Thesis Statement: A sentence that states your position on a complex and arguable topic.

How are we supposed to know if we have a thesis statement, though, or something weaker? Let’s start with a non-position and grow it into a thesis statement.

Defining a non-position

A non-position is a brief personal decision regarding an inconsequential topic. This decision lasts mere moments.

I'm having pizza for dinner.

Defining a weak personal position

A weak personal position is a personal decision regarding an inconsequential topic. This decision could last days, months, or years. It remains weak because there is no argument to be had with someone else.

Pizza is my favorite dinner.

Defining a personal position

A personal position gets other people involved, but the argument you could have with someone else would be a battle of opinions, not facts. A strong position has a specific claim. This could still be an opinion, and would need to be supported with evidence , but it presents a particular claim.

Pizza is the best dinner.

Example of a weak position

A weak position is like a personal position, but it is limited. You are beginning to form an argument about a specific topic.

Papa Domino’s Pizza Shack has the tastiest pizza among pizza chains.

Here, the scope of the argument is limited to only pizza chains. You could also cite some “ evidence ” to support this argument, such as sales figures and polls. But would you be able to prove that these things cause an improvement in the quality of the pizza, or are they just correlated?

Causation vs. Correlation: When taking your position on a topic, always bear in mind how you are going to support that position. Helpful in this endeavor is knowing the difference between causation and correlation.

Causation proves cause and effect, while correlation suggests cause and effect. You want to prove causation because proving cause and effect supports a position. Suggesting a cause and effect relationship proves nothing. Take a position and prove causation with a lot of strong, non-circumstantial evidence!Here's a useful trick. Take a cause and effect relationship, then imagine that the cause stops. Can you prove with evidence that the effect would also stop? If you can't prove this, you might have a case of correlation on your hands.

Example of a position

A position is an arguable idea. It is your stance on an open question or prompt.

Papa Domino’s Pizza Shack has the healthiest pizza among pizza chains.

Unlike taste, there is a science to healthfulness. Calories, fat, ingredients, and more can be referenced to support this position. You can cite evidence. The position remains arguable because an opponent might place different emphases on the relevant pieces of evidence.

So have we arrived at a thesis statement yet? Can we start our position paper? Not quite yet, but we are almost there. The final step is making your position complex.

Position on the Issue Example

It's now time to turn our position into a thesis statement.

Papa Domino’s Pizza Shack, which has some of the healthiest pizza among pizza chains, is leading the fight against childhood obesity among its competitors, not only with its healthy pizza options but with successful ad campaigns and a truly modern company culture.

This thesis statement is loaded, as there are many points in it that need to be supported. It needs so much support, in fact , that you could write a whole position paper about it!

Not only does the claim "Papa Domino's Pizza Shack has some of the healthiest pizza" require support, but so does the claim that it is "leading the fight among its competitors," has "successful ad campaigns," and has a "truly modern company culture." What even is a "truly modern" company culture? Presumably, this paper will explain that and tie it into how Papa Domino’s Pizza Shack is leading the fight against childhood obesity.

We use the term "complex" to describe a great thesis statement because there are many ways attack it and defend it. A good position has a lot of room for discussion —so much room for it that you don't have time or space to possibly cover every argument. If you can cover every argument against your thesis statement in your paper, you might consider a different position that allows for more discussion.

Now that we have defined a good position (in a thesis statement), let's discuss the language of writing one for yourself.

Writing a Position in an Essay

Your position will be clearly stated in the introductory paragraph of your essay or position paper. When it comes to writing the position itself, here are some do’s and don’ts.

Do be clear when taking a position

This is no time to hide behind vague words and ideas. When taking a position in an essay, be sure you actually take a position . A vague position doesn't get your point across, such as this statement:

Non-organic fertilizer has interesting qualities when compared to organic fertilizer.

Even at the risk of hurting the feelings of non-organic fertilizer, you should say what you mean about the topic. The word "interesting" is vague. A clear position leaves no doubt in anyone's mind.

Organic fertilizer has superior qualities to non-organic fertilizer.

Do not exaggerate your position

It’s great to take a strong stance, but don’t go too far. You are writing an essay or position paper, not a clickbait article. “They won’t believe what I say next!” shouldn’t be something you think when turning in your paper. Keep all your arguments within the realm of reason. You are concerned with the facts.

Do think ahead about the rest of your paper

To study smarter, always think ahead. Consider how many body paragraphs you can crank out using your chosen position, and consider your introduction and conclusion. Your position might seem really juicy at the outset, but shrivel as you outline it.

Do not fear reassessing your position

If your position is doomed to failure, don’t fear letting go. The longer you hold onto a weak position, the more time you waste. While it’s good to get as much out of your position as possible, understand that it has limits. Don’t wait for your pen to run dry three paragraphs in. Write a new position.

Taking a position in a timed essay: Whether it is for a classroom or standardized test, you will need to take a position on a short, timed essay prompt. To set yourself up for success, take the position for which you have the most evidence memorized. In a timed essay, your goal is to create a well-supported argument that demonstrates your knowledge of the prompt.

So don’t worry as much about your passion for the topic, or about opening the floor to limitless debate. When taking a position in a timed essay, reading comprehension is the skill to utilize. You want to prove how much you remembered and understood.

How to take a position in an essay - Key takeaways

• A position is your stance on an open question or prompt. Avoid trying to take a position on a closed question.
• Choose a relatable position. If you feel strongly about your position, you will have more to write.
• The thesis statement is where you state your strong position.
• A thesis statement needs to be multi-faceted, meaning it has many faces to attack and defend.
• Outline your paper to be sure your position supplies enough material to write about

Frequently Asked Questions about How To Take a Position in an Essay

--> what is a position in an essay.

A position is your stance on an open question or prompt. It is arguable from both sides.

--> How do you introduce a position in an essay?

You should introduce your position in your essay in your introductory paragraph; more specifically, in your thesis statement, which should be in your introductory paragraph. 

--> How do you write a position statement for an essay?

A strong position statement is a thesis statement: a complex and arguable position on a topic. A thesis statement has many ways to attack it and defend it, and has a lot of room for discussion.

--> How do you take a position in an essay?

Take a position in an essay by thinking about how the prompt relates to you. Think about how the prompt relates to others, and empathize. Take a position that has arguments and counterarguments, and for which you have a lot of evidence.

--> How do you take a position in an argumentative essay?

Take a position that has arguments and counterarguments, and for which you have a lot of evidence.

Test your knowledge with multiple choice flashcards

When taking a position...

Is a prompt more like an open or closed question?

"How does a balloon stay afloat?"Is this a closed question?

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"Home Store has the lowest cost hammers." Is this a thesis statement? 

No. "Lowest cost hammers" among what? Always be specific. This position is also not complex. There is only one way to attack or defend this position.

Avoid personal positions

Open. This means there is room for debate.

"How does a balloon stay afloat?"

Is this a closed question?

Yes. The answer is known science.

What is the strongest type of position, in terms of writing an essay?

A thesis statement.

What is a non-position?

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Academic Writing

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Position Paper Diagram

Elements of the position paper, writing & tutoring help at bowie.

An author who writes a position paper is making an argument which has to be built upon evidence.  The structure used to do this is very similar to that used when writing a critical essay.

Image taken from James Cook University Study Skills Online.  "Essay Structure." 17 August, 2012.  Retrieved from http://www.jcu.edu.au/tldinfo/writingskills/essay/structure.html.

The purpose of a position paper is to generate support on an issue. It describes the author’s position on an issue and the rational for that position and, in the same way that a research paper incorporates supportive evidence, is based on facts that provide a solid foundation for the author’s argument.  It is a critical examination of a position using facts and inductive reasoning, which addresses both strengths and weaknesses of the author’s opinion.  

The classic position paper contains three main elements:

An Introduction , which identifies the issue that will be discussed and states the author’s position on that issue.

The Body of the paper, which contains the central argument and can be further broken up into three unique sections:

     Background information

     Evidence supporting the author’s position

     A discussion of both sides of the issue, which addresses and   refutes arguments that contradict the author’s position 

A Conclusion , restating the key points and, where applicable, suggesting resolutions to the issue.             

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Ai, ethics & human agency, collaboration, information literacy, writing process, sticking your nose in: positioning yourself in academic writing.

• CC BY-NC-ND 4.0 by Sean Barnette

When you synthesize your research, part of what you’re doing is deciding how much you accept, question, or reject the claims that your sources make—in other words, you’re finding your position in an ongoing conversation. When you start to write about that research, you need to figure out how to show that position, even as you quote, summarize, or paraphrase from your sources.

Writing about your sources in these ways often begins with what’s known as a signal phrase—that is, wording that lets your reader know that the ideas you’re about to discuss come from other sources. The most basic signal phrases, such as according to or she says, just identify words or ideas as coming from a source. But signal phrases can be more complex, conveying additional information about the source itself and about your position in relation to its claims. Two important elements of effective signal phrases are attributive verbs and hedges.

Attributive Verbs

The author Elmore Leonard argued that fiction writers should “[n]ever use a verb other than ‘said’ to carry dialogue. The line of dialogue belongs to the character; the verb is the writer sticking his [or her] nose in.” While Leonard wanted fiction writers to stay out of their characters’ way, in academic writing it’s your job to stick your nose in: As Jason Carabelli points out , an academic essay is your contribution to the ongoing conversation on your topic. So, when you introduce a source in your writing, it’s important to consider the verb you use to get that job done.

For instance, consider the difference between two sentences you might write about a source:

Freeman shows that icons are more than just pictures. Freeman suggests that icons are more than just pictures.

Both of these sentences might very well be fair descriptions of the source’s claims, but notice that with the first example, the language implies that you find Freeman’s argument persuasive. To write that he shows something tells your reader that you think Freeman’s claim is correct and that Freeman offers convincing evidence to support it. But in the second example, you’ve left yourself some space to disagree with him. By writing that he suggests something, you imply that he might be wrong. You aren’t necessarily saying you think he is wrong; you’re simply leaving the matter open. To go even further in the direction of not agreeing with an author’s claim, consider what is implied if you write, Freeman seems to think that icons are more than just pictures .

Verbs like say , show , and suggest are sometimes called attributive verbs because they attribute a claim to another source. When you refer to another writer’s claims, be sure that you use an attributive verb that accurately conveys your stance in relation to those claims—whether you believe it, doubt it, disagree with it, or whatever. Here some more examples:

Freeman asse rts that icons are more than just pictures. That is, he makes a forceful statement but may not offer evidence to support it (or at least you don’t find the evidence persuasive).

Freeman concludes that icons are more than just pictures. That is, his claim is based on clear evidence (though you may still disagree).

Freeman points out that icons are more than just pictures. That is, you think what he’s saying is correct and self-evident, and you expect your readers will agree.

There are dozens of attributive verbs and verb phrases you can use in a signal phrase; a quick search online will bring up several good lists.

Another good way to show how you position yourself within a text is to use what are called hedges to show how fully you’re willing to commit to a claim.  A hedge is a strategy for softening a claim, making it less absolute. For instance, you might write may or might instead of will . Or you might write some instead of all (or instead of nothing). Think about the difference between these next two sentences—one without hedges and the other with them:

A new report finds that students are not studying effectively for exams. A new report finds that some students may not be studying effectively for exams.

If you wrote the first sentence, you’d be committing yourself to a fairly strong interpretation of the report’s findings. If you wrote the second sentence, with the hedges, you’d be showing that you don’t mean to make such a sweeping claim. Either sentence may be appropriate, but the second one presents a more easily defended stance.

Notice that the attributive verb you choose can also be a way of hedging. Consider the difference in the relative certainty of these two sentences:

A new report proves that some students may not be studying effectively for exams . A new report hints that some students may not be studying effectively for exams.

You can find lists of more words and phrases for hedging here and here.

Why pay attention to hedges? One reason is so that you can accurately report what other writers have to say. Hedges let you represent your sources fairly. For instance, imagine that the report mentioned in that last example came from an author who wrote this:

My research suggests that some students may not be studying effectively for exams.

The claim here contains three hedges: suggests , some , and may . But if you were to paraphrase the claim in a way that removed the hedges, you’d have altered it significantly:

Research shows that students don’t study well for tests.

The paraphrase actually misrepresents what you found in your source because it suggests the report in question tells us what students in general (or even all students) are or aren’t doing.

Sticking Your Nose In

Like attributive verbs, hedges are tools for sticking your nose in to your writing—showing where you stand in relation to your claims and the claims of others. Not surprisingly, writers from different disciplines use these sorts of strategies in different ways: Chemists tend to write like other chemists, philosophers like other philosophers, and so on (Hyland).

In college, you take courses in a wide variety of disciplines, and it’s certainly true that you won’t need to write professionally in each of them—or maybe any of them. But you should still pay attention to how writers in a discipline use tools like attributive verbs and hedges because, according to some research, professors may respond more favorably to student writing that follows the tacit conventions of writing in the discipline they teach (Lancaster). In other words, part of succeeding at writing in a discipline (even while you’re in college) is adopting the writing conventions of that discipline, and so paying attention to when and how you stick your nose in is one way to make your academic writing more effective.

Works Cited

Carabelli, Jason.  “Identifying a Conversation.” Writing Commons . Web. 4 Aug. 2013.

Hyland, Ken. “Persuasion, Interaction and the Construction of Knowledge: Representing Self and others in Research Writing.” International Journal of English Studies 8.2 (2008): 1-23. Print.

Lancaster, Zak. “Interpersonal Stance in L1 and L2 Students’ Argumentative Writing in Economics: Implications for Faculty Development in WAC/WID Programs.” Across the Disciplines 8.4 (2011). Web. 28 Oct. 2013.

Leonard, Elmore. “Easy on the Adverbs, Exclamation Points and Especially Hooptedoodle.” New York Times . 16 July 2001. Web. 22 Aug. 2013.

“Sticking Your Nose In: Positioning Yourself in Academic Writing” was written by Sean Barnette, Lander University

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What this handout is about

This handout will define what an argument is and explain why you need one in most of your academic essays.

Arguments are everywhere

You may be surprised to hear that the word “argument” does not have to be written anywhere in your assignment for it to be an important part of your task. In fact, making an argument—expressing a point of view on a subject and supporting it with evidence—is often the aim of academic writing. Your instructors may assume that you know this and thus may not explain the importance of arguments in class.

Most material you learn in college is or has been debated by someone, somewhere, at some time. Even when the material you read or hear is presented as a simple fact, it may actually be one person’s interpretation of a set of information. Instructors may call on you to examine that interpretation and defend it, refute it, or offer some new view of your own. In writing assignments, you will almost always need to do more than just summarize information that you have gathered or regurgitate facts that have been discussed in class. You will need to develop a point of view on or interpretation of that material and provide evidence for your position.

Consider an example. For nearly 2000 years, educated people in many Western cultures believed that bloodletting—deliberately causing a sick person to lose blood—was the most effective treatment for a variety of illnesses. The claim that bloodletting is beneficial to human health was not widely questioned until the 1800s, and some physicians continued to recommend bloodletting as late as the 1920s. Medical practices have now changed because some people began to doubt the effectiveness of bloodletting; these people argued against it and provided convincing evidence. Human knowledge grows out of such differences of opinion, and scholars like your instructors spend their lives engaged in debate over what claims may be counted as accurate in their fields. In their courses, they want you to engage in similar kinds of critical thinking and debate.

Argumentation is not just what your instructors do. We all use argumentation on a daily basis, and you probably already have some skill at crafting an argument. The more you improve your skills in this area, the better you will be at thinking critically, reasoning, making choices, and weighing evidence.

Making a claim

What is an argument? In academic writing, an argument is usually a main idea, often called a “claim” or “thesis statement,” backed up with evidence that supports the idea. In the majority of college papers, you will need to make some sort of claim and use evidence to support it, and your ability to do this well will separate your papers from those of students who see assignments as mere accumulations of fact and detail. In other words, gone are the happy days of being given a “topic” about which you can write anything. It is time to stake out a position and prove why it is a good position for a thinking person to hold. See our handout on thesis statements .

Claims can be as simple as “Protons are positively charged and electrons are negatively charged,” with evidence such as, “In this experiment, protons and electrons acted in such and such a way.” Claims can also be as complex as “Genre is the most important element to the contract of expectations between filmmaker and audience,” using reasoning and evidence such as, “defying genre expectations can create a complete apocalypse of story form and content, leaving us stranded in a sort of genre-less abyss.” In either case, the rest of your paper will detail the reasoning and evidence that have led you to believe that your position is best.

When beginning to write a paper, ask yourself, “What is my point?” For example, the point of this handout is to help you become a better writer, and we are arguing that an important step in the process of writing effective arguments is understanding the concept of argumentation. If your papers do not have a main point, they cannot be arguing for anything. Asking yourself what your point is can help you avoid a mere “information dump.” Consider this: your instructors probably know a lot more than you do about your subject matter. Why, then, would you want to provide them with material they already know? Instructors are usually looking for two things:

• Proof that you understand the material
• A demonstration of your ability to use or apply the material in ways that go beyond what you have read or heard.

This second part can be done in many ways: you can critique the material, apply it to something else, or even just explain it in a different way. In order to succeed at this second step, though, you must have a particular point to argue.

Arguments in academic writing are usually complex and take time to develop. Your argument will need to be more than a simple or obvious statement such as “Frank Lloyd Wright was a great architect.” Such a statement might capture your initial impressions of Wright as you have studied him in class; however, you need to look deeper and express specifically what caused that “greatness.” Your instructor will probably expect something more complicated, such as “Frank Lloyd Wright’s architecture combines elements of European modernism, Asian aesthetic form, and locally found materials to create a unique new style,” or “There are many strong similarities between Wright’s building designs and those of his mother, which suggests that he may have borrowed some of her ideas.” To develop your argument, you would then define your terms and prove your claim with evidence from Wright’s drawings and buildings and those of the other architects you mentioned.

Do not stop with having a point. You have to back up your point with evidence. The strength of your evidence, and your use of it, can make or break your argument. See our handout on evidence . You already have the natural inclination for this type of thinking, if not in an academic setting. Think about how you talked your parents into letting you borrow the family car. Did you present them with lots of instances of your past trustworthiness? Did you make them feel guilty because your friends’ parents all let them drive? Did you whine until they just wanted you to shut up? Did you look up statistics on teen driving and use them to show how you didn’t fit the dangerous-driver profile? These are all types of argumentation, and they exist in academia in similar forms.

Every field has slightly different requirements for acceptable evidence, so familiarize yourself with some arguments from within that field instead of just applying whatever evidence you like best. Pay attention to your textbooks and your instructor’s lectures. What types of argument and evidence are they using? The type of evidence that sways an English instructor may not work to convince a sociology instructor. Find out what counts as proof that something is true in that field. Is it statistics, a logical development of points, something from the object being discussed (art work, text, culture, or atom), the way something works, or some combination of more than one of these things?

Be consistent with your evidence. Unlike negotiating for the use of your parents’ car, a college paper is not the place for an all-out blitz of every type of argument. You can often use more than one type of evidence within a paper, but make sure that within each section you are providing the reader with evidence appropriate to each claim. So, if you start a paragraph or section with a statement like “Putting the student seating area closer to the basketball court will raise player performance,” do not follow with your evidence on how much more money the university could raise by letting more students go to games for free. Information about how fan support raises player morale, which then results in better play, would be a better follow-up. Your next section could offer clear reasons why undergraduates have as much or more right to attend an undergraduate event as wealthy alumni—but this information would not go in the same section as the fan support stuff. You cannot convince a confused person, so keep things tidy and ordered.

Counterargument

One way to strengthen your argument and show that you have a deep understanding of the issue you are discussing is to anticipate and address counterarguments or objections. By considering what someone who disagrees with your position might have to say about your argument, you show that you have thought things through, and you dispose of some of the reasons your audience might have for not accepting your argument. Recall our discussion of student seating in the Dean Dome. To make the most effective argument possible, you should consider not only what students would say about seating but also what alumni who have paid a lot to get good seats might say.

You can generate counterarguments by asking yourself how someone who disagrees with you might respond to each of the points you’ve made or your position as a whole. If you can’t immediately imagine another position, here are some strategies to try:

• Do some research. It may seem to you that no one could possibly disagree with the position you are arguing, but someone probably has. For example, some people argue that a hotdog is a sandwich. If you are making an argument concerning, for example, the characteristics of an exceptional sandwich, you might want to see what some of these people have to say.
• Talk with a friend or with your teacher. Another person may be able to imagine counterarguments that haven’t occurred to you.
• Consider your conclusion or claim and the premises of your argument and imagine someone who denies each of them. For example, if you argued, “Cats make the best pets. This is because they are clean and independent,” you might imagine someone saying, “Cats do not make the best pets. They are dirty and needy.”

Once you have thought up some counterarguments, consider how you will respond to them—will you concede that your opponent has a point but explain why your audience should nonetheless accept your argument? Will you reject the counterargument and explain why it is mistaken? Either way, you will want to leave your reader with a sense that your argument is stronger than opposing arguments.

When you are summarizing opposing arguments, be charitable. Present each argument fairly and objectively, rather than trying to make it look foolish. You want to show that you have considered the many sides of the issue. If you simply attack or caricature your opponent (also referred to as presenting a “straw man”), you suggest that your argument is only capable of defeating an extremely weak adversary, which may undermine your argument rather than enhance it.

It is usually better to consider one or two serious counterarguments in some depth, rather than to give a long but superficial list of many different counterarguments and replies.

Be sure that your reply is consistent with your original argument. If considering a counterargument changes your position, you will need to go back and revise your original argument accordingly.

Audience is a very important consideration in argument. Take a look at our handout on audience . A lifetime of dealing with your family members has helped you figure out which arguments work best to persuade each of them. Maybe whining works with one parent, but the other will only accept cold, hard statistics. Your kid brother may listen only to the sound of money in his palm. It’s usually wise to think of your audience in an academic setting as someone who is perfectly smart but who doesn’t necessarily agree with you. You are not just expressing your opinion in an argument (“It’s true because I said so”), and in most cases your audience will know something about the subject at hand—so you will need sturdy proof. At the same time, do not think of your audience as capable of reading your mind. You have to come out and state both your claim and your evidence clearly. Do not assume that because the instructor knows the material, he or she understands what part of it you are using, what you think about it, and why you have taken the position you’ve chosen.

Critical reading

Critical reading is a big part of understanding argument. Although some of the material you read will be very persuasive, do not fall under the spell of the printed word as authority. Very few of your instructors think of the texts they assign as the last word on the subject. Remember that the author of every text has an agenda, something that he or she wants you to believe. This is OK—everything is written from someone’s perspective—but it’s a good thing to be aware of. For more information on objectivity and bias and on reading sources carefully, read our handouts on evaluating print sources and reading to write .

Take notes either in the margins of your source (if you are using a photocopy or your own book) or on a separate sheet as you read. Put away that highlighter! Simply highlighting a text is good for memorizing the main ideas in that text—it does not encourage critical reading. Part of your goal as a reader should be to put the author’s ideas in your own words. Then you can stop thinking of these ideas as facts and start thinking of them as arguments.

When you read, ask yourself questions like “What is the author trying to prove?” and “What is the author assuming I will agree with?” Do you agree with the author? Does the author adequately defend her argument? What kind of proof does she use? Is there something she leaves out that you would put in? Does putting it in hurt her argument? As you get used to reading critically, you will start to see the sometimes hidden agendas of other writers, and you can use this skill to improve your own ability to craft effective arguments.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Booth, Wayne C., Gregory G. Colomb, Joseph M. Williams, Joseph Bizup, and William T. FitzGerald. 2016. The Craft of Research , 4th ed. Chicago: University of Chicago Press.

Ede, Lisa. 2004. Work in Progress: A Guide to Academic Writing and Revising , 6th ed. Boston: Bedford/St Martin’s.

Gage, John T. 2005. The Shape of Reason: Argumentative Writing in College , 4th ed. New York: Longman.

Lunsford, Andrea A., and John J. Ruszkiewicz. 2016. Everything’s an Argument , 7th ed. Boston: Bedford/St Martin’s.

Rosen, Leonard J., and Laurence Behrens. 2003. The Allyn & Bacon Handbook , 5th ed. New York: Longman.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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What does taking a stance or position really mean?

By My favourite duck bovine

What does developing an essay thesis or taking a stance or position really mean?

When writing an academic essay, you are required to provide logical arguments to support your position or thesis for the essay topic.

Your position or thesis is not about your opinion or what you think about the essay question. Your thesis is about the various arguments or research evidence presented in the literature, that is, the pros and cons, advantages and disadvantages or strengths and shortcomings of these arguments or research studies.

This means you have to balance up in a debating style the arguments and research results found in the body of literature on the topic, both for and against the essay question.

It also means indicating, in your view, which are the strongest or more plausible arguments or findings and the reasons for this view. This is where your opinion is important -to explain why you think particular arguments or positions are the strongest or more convincing.

So, essentially your thesis or position in an essay is based around what others argue, show or have found , not about your personal opinion on the essay question.

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When you write an academic essay, you make an argument: you propose a thesis and offer some reasoning, using evidence, that suggests why the thesis is true. When you counter-argue, you consider a possible argument  against  your thesis or some aspect of your reasoning. This is a good way to test your ideas when drafting, while you still have time to revise them. And in the finished essay, it can be a persuasive and (in both senses of the word) disarming tactic. It allows you to anticipate doubts and pre-empt objections that a skeptical reader might have; it presents you as the kind of person who weighs alternatives before arguing for one, who confronts difficulties instead of sweeping them under the rug, who is more interested in discovering the truth than winning a point.

Not every objection is worth entertaining, of course, and you shouldn't include one just to include one. But some imagining of other views, or of resistance to one's own, occurs in most good essays. And instructors are glad to encounter counterargument in student papers, even if they haven't specifically asked for it.

The Turn Against

Counterargument in an essay has two stages: you turn against your argument to challenge it and then you turn back to re-affirm it. You first imagine a skeptical reader, or cite an actual source, who might resist your argument by pointing out

• a problem with your demonstration, e.g., that a different conclusion could be drawn from the same facts, a key assumption is unwarranted, a key term is used unfairly, certain evidence is ignored or played down;
• one or more disadvantages or practical drawbacks to what you propose;
• an alternative explanation or proposal that makes more sense.

You introduce this turn against with a phrase like  One might object here that...  or  It might seem that...  or  It's true that...  or  Admittedly,...  or  Of course,...  or with an anticipated challenging question:  But how...?  or  But why...?  or  But isn't this just...?  or  But if this is so, what about...?  Then you state the case against yourself as briefly but as clearly and forcefully as you can, pointing to evidence where possible. (An obviously feeble or perfunctory counterargument does more harm than good.)

The Turn Back

Your return to your own argument—which you announce with a  but, yet, however, nevertheless or still —must likewise involve careful reasoning, not a flippant (or nervous) dismissal. In reasoning about the proposed counterargument, you may

• refute it, showing why it is mistaken—an apparent but not real problem;
• acknowledge its validity or plausibility, but suggest why on balance it's relatively less important or less likely than what you propose, and thus doesn't overturn it;
• concede its force and complicate your idea accordingly—restate your thesis in a more exact, qualified, or nuanced way that takes account of the objection, or start a new section in which you consider your topic in light of it. This will work if the counterargument concerns only an aspect of your argument; if it undermines your whole case, you need a new thesis.

Where to Put a Counterargument

Counterargument can appear anywhere in the essay, but it most commonly appears

• as part of your introduction—before you propose your thesis—where the existence of a different view is the motive for your essay, the reason it needs writing;
• as a section or paragraph just after your introduction, in which you lay out the expected reaction or standard position before turning away to develop your own;
• as a quick move within a paragraph, where you imagine a counterargument not to your main idea but to the sub-idea that the paragraph is arguing or is about to argue;
• as a section or paragraph just before the conclusion of your essay, in which you imagine what someone might object to what you have argued.

But watch that you don't overdo it. A turn into counterargument here and there will sharpen and energize your essay, but too many such turns will have the reverse effect by obscuring your main idea or suggesting that you're ambivalent.

Counterargument in Pre-Writing and Revising

Good thinking constantly questions itself, as Socrates observed long ago. But at some point in the process of composing an essay, you need to switch off the questioning in your head and make a case. Having such an inner conversation during the drafting stage, however, can help you settle on a case worth making. As you consider possible theses and begin to work on your draft, ask yourself how an intelligent person might plausibly disagree with you or see matters differently. When you can imagine an intelligent disagreement, you have an arguable idea.

And, of course, the disagreeing reader doesn't need to be in your head: if, as you're starting work on an essay, you ask a few people around you what  they  think of topic X (or of your idea about X) and keep alert for uncongenial remarks in class discussion and in assigned readings, you'll encounter a useful disagreement somewhere. Awareness of this disagreement, however you use it in your essay, will force you to sharpen your own thinking as you compose. If you come to find the counterargument truer than your thesis, consider making  it  your thesis and turning your original thesis into a counterargument. If you manage to draft an essay  without  imagining a counterargument, make yourself imagine one before you revise and see if you can integrate it.

Gordon Harvey (adapted from The Academic Essay: A Brief Anatomy), for the Writing Center at Harvard University

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• Writing Tips

Academic Writing: How to Argue in an Essay

4-minute read

• 17th November 2019

Something often overlooked in academic writing is that  a good essay  must present a good argument. Admittedly, not a shouting-at-each-other-until-red-in-the-face kind of argument. Rather, it should be a structured set of premises leading to a logical conclusion, backed up by evidence. But what does this mean precisely? Herein, we look at how to argue in an essay.

The Anatomy of an Argument

One key aspect of knowing how to argue in academic writing is understanding what we mean by “argument” in this context: i.e., a set of premises that, together, lead to a conclusion . To explain this further:

• A “premise” is any statement you hold to be true.
• A conclusion is a position that follows from the truth of the premises.

For example, we could put forward the following premises:

• “Dogs are color blind.”
• “Vincent van Gogh’s paintings are colorful.”

Then, in light of accepting these premises, we would have to accept the conclusion that “Dogs do not appreciate the brilliance of Vincent van Gogh.”

Deductive vs. Inductive Arguments

Part of knowing how to argue involves knowing what kind of argument you’re making. And there are two main types of argument –  deductive and inductive  – though both follow the basic formula set out above.

The stronger of these are deductive arguments, since the conclusion of a deductive argument follows from the truth of its premises:

1st Premise: Dogs are mammals. 2nd Premise: All mammals are vertebrates. Conclusion: Dogs are vertebrates.

Simply put,  you cannot dispute the conclusion of the above argument if you accept the premises. This makes the argument “valid.”

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The premises of an inductive argument, by comparison, simply present the conclusion as probable, rather than logically necessary:

1st Premise: My dog is furry. 2nd Premise: My neighbor’s dog is furry. 3rd Premise: Every dog I’ve seen so far has been furry. Conclusion: The next dog I see will be furry.

In the above argument, the premises provide a compelling reason to accept the conclusion. However, they don’t show it is certain, since there are hairless dog breeds, even if they’re rarer. As such, the inductive argument is about plausibility or probability, not logical certainty.

Knowing whether you’re making a deductive or an inductive argument is very important, as it affects the kind of conclusions you can draw.

How to Argue Your Point in an Essay

So, how do you put this into practice in your writing? To make a good argument in an essay, you may need to do several things. These include:

• Develop a thesis statement . This will outline your premises and the conclusion you will draw. The idea of this to to set up the basic outline of your argument, which you will develop in the main body of your essay.
• Link the points in your argument. Depending on the length of your essay, address each part of your argument in a separate paragraph or section. In addition, you should discuss them in a logical order, drawing connections between them where possible.
• Include evidence . In an academic essay, this usually means drawing upon past research (e.g., existing studies) or experimental data (e.g., a questionnaire) to support each point. Without evidence, all you have is an unsupported claim.
• Consider counterarguments. This lets you address potential objections to your point preemptively, strengthening your own argument.
• Create a strong conclusion . This should follow clearly from the preceding points (your premises). It’s important to not just summarize your essay, but to also show how the evidence you’ve presented supports your claim and how each point works with the others to contribute to your argument as a whole.

It’s vital to ensure that everything – from the literature review to the conclusion – supports your main argument. Knowing what you’re arguing and how your points support this will help you to express yourself clearly. Still not sure how this structure should work? Check out this handy graphic we’ve put together.

And if you’d like someone to help ensure your essays are always error free, you can submit a document for proofreading today.

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